As part of my coursework in Block Two at Texas A&M International University (TAMIU) in Laredo, Texas, this section highlights original research and instructional projects I have independently designed and completed. These works reflect my commitment to understanding and addressing real-world challenges in education, particularly within culturally diverse and bilingual learning environments. By engaging in inquiry-driven projects, I have applied theory to practice, developed data-informed strategies, and grown as a reflective practitioner. Each entry demonstrates my ability to critically analyze teaching practices, adapt to student needs, and contribute meaningfully to the field of education.
This section showcases original academic work that reflects my growth as a reflective and analytical future educator. As part of my Block Two coursework at Texas A&M International University (TAMIU) in Laredo, Texas, I explored literature that highlights underrepresented voices and the power of storytelling in shaping empathy and understanding in young readers. One of my key projects focuses on the book Oh, What’s This I Hear? by Destiny Manuela Montes—a deeply moving, coming-of-age story about a young girl, Tany, who discovers her hearing disability through a life-changing moment in her home kitchen. Through a close literary analysis, I examine the book’s use of plot structure, first-person narration, vivid imagery, and onomatopoeia to convey themes of identity, resilience, and the lived experience of disability. This project not only analyzes important literary elements but also explores the significance of representation in children’s literature, particularly for the deaf and hard-of-hearing community. By highlighting Tany’s journey of self-discovery and empowerment, this research underscores the importance of inclusive narratives and the educational value they hold for both students and teachers.
As a future high school Kinesiology teacher, I aim to create inclusive lessons that address all learning styles—visual, auditory, and kinesthetic—while embedding multicultural and character-building elements. In this project, I developed a lesson aligned with the TEKS standard for Exercise Physiology focusing on safety procedures and proper technique.
Students begin by watching a short video on exercise fundamentals, followed by a teacher-led demonstration. Then, in small groups, they practice and explain selected exercises, promoting teamwork, leadership, and communication—core aspects of the invisible curriculum. This project reflects my commitment to blending academic goals with life skills and student engagement.
